The term "learning disabilities" (LD) refers to a cluster of problems of learning not caused by other handicapping conditions, or other factors such as cultural deprivation (although it has been argued that learning disabilities can co-exist with these other disability areas). It is therefore sometimes referred to as an "exclusionary" definition, because it describes what LD is by excluding alternative sources of learning failure. Nevertheless, the general presumption is that LD is often the result of some type of dysfunction of the central nervous system that allows normal functioning in general areas, but inhibits effective learning. Learning disabilities is generally considered an "umbrella" term for a variety of learning problems. It is the most common handicapping condition in schools. Other terms are given in the accompanying table.
Other Terms for Learning Disabilities:
· Educational Handicaps
· Minimal Brain Dysfunction (MBD)
· Minimal Brain Injury
· Perceptual Handicaps,
· Dyslexia (reading disability)
· Dyscalculia (mathematics disability)
· Word Blindness or Strephosymbolia
Sometimes thought to include:
· Attention Deficit Disorder (ADD), with or without hyperactivity.
In schools, students with learning disabilities are often identified by referral from the classroom teacher, and confirmation by the school psychologist and other members of the multidisciplinary team (the teachers and staff who work with the student). The student with learning disabilities exhibits serious academic learning problems in the face of normal intelligence' emotional stability, adequate sensory and physical ability, and reasonable previous opportunities to learn. Learning disabilities are often supported by the computation of a discrepancy, or mismatch, between academic achievement and general intelligence. That is, if a student has a standard score IQ of 100 (indicating 50th percentile in intelligence) and a standard score reading achievement of 70 (indicating 2nd percentile in reading), and no obvious alternative explanation can be found, the student may be characterized as "learning disabled," and provided with special education services. Although the extent of the discrepancy varies from state to state, most states mandate a discrepancy in the range of 15-20 standard score points.
Although estimates vary, students with LD comprise about 5% of the student population, or about 1-2 students in every "regular" classroom. Most students with LD are boys.
This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government. This site was last updated in September 1998.
This article did not include a single special population, but a list of them. I find that it is extremely helpful to have references to as many places as possible. I know very little about special needs populations and articles such as the one posted are a wealth of information to me. Going over this article and referencing it will give me signs to look for and ideas on how to work with students who may fit the criteria and characteristics of such a population.
Describe what you learned about diagnostic and assessment strategies that fit your target population.
The article I read has many subgroups and the one I took the most interest in was the one about students with Emotional Disturbance characteristics. They exhibit acting out and often times are aggressive towards peers. With such behavior these students often show little or no remorse for their actions. ED students exhibit difficulty interacting appropriately with teachers and students, and often avoid eye contact or any social initiation. Fear can lead to fear of failure or even fear of adults. Depression can be an indicator and may affect motivation or desire to succeed. These students need to be dealt with carefully and intentionally. It is best to encourage their positive behavior and utilize as much positive reinforcement as possible. Too much attention can have a negative effect so a teacher needs to be flexible in addressing and coaching these students. In assessing these students I believe that retakes would be a good method of allowing them to succeed in an environment more free from the stresses of failure of time constraints. This can help to combat fears they may have developed over time in test taking. These students should be placed with other students in group settings that are mellow and non-controversial to help avoid confrontations.
Describe in what way/s assessment data would determine how you planned your curriculum and lessons for the specific special needs population?
Assessment data will help me to determine how I can reach these students in future lesson planning. An open note quiz will allow the student to use all the data they have collected in classwork and help reduce anxiety or fear of failure in the quiz. If the student does poorly even on the open note quiz, then something else needs to be done to assist the student in their learning. Additionally, during lab work where the student works in a group with other students, if it is seen that he/she still has issue, even with students who are non-combative and mellow in demeanor, then group work just may not work for this student and other mean of learning needs to be found. Overall I wouldn't change my entire curriculum or lessons for this one student, but I can add supplements or other strategies to help reach this student even with their condition.
By Margo A Mastropieri and Thomas E. Scruggs
Table of Contents
Disabilities:
What Is a Learning Disability?
The term "learning disabilities" (LD) refers to a cluster of problems of learning not caused by other handicapping conditions, or other factors such as cultural deprivation (although it has been argued that learning disabilities can co-exist with these other disability areas). It is therefore sometimes referred to as an "exclusionary" definition, because it describes what LD is by excluding alternative sources of learning failure. Nevertheless, the general presumption is that LD is often the result of some type of dysfunction of the central nervous system that allows normal functioning in general areas, but inhibits effective learning. Learning disabilities is generally considered an "umbrella" term for a variety of learning problems. It is the most common handicapping condition in schools. Other terms are given in the accompanying table.Other Terms for Learning Disabilities:
· Educational Handicaps· Minimal Brain Dysfunction (MBD)
· Minimal Brain Injury
· Perceptual Handicaps,
· Dyslexia (reading disability)
· Dyscalculia (mathematics disability)
· Word Blindness or Strephosymbolia
Sometimes thought to include:
· Attention Deficit Disorder (ADD), with or without hyperactivity.
In schools, students with learning disabilities are often identified by referral from the classroom teacher, and confirmation by the school psychologist and other members of the multidisciplinary team (the teachers and staff who work with the student). The student with learning disabilities exhibits serious academic learning problems in the face of normal intelligence' emotional stability, adequate sensory and physical ability, and reasonable previous opportunities to learn. Learning disabilities are often supported by the computation of a discrepancy, or mismatch, between academic achievement and general intelligence. That is, if a student has a standard score IQ of 100 (indicating 50th percentile in intelligence) and a standard score reading achievement of 70 (indicating 2nd percentile in reading), and no obvious alternative explanation can be found, the student may be characterized as "learning disabled," and provided with special education services. Although the extent of the discrepancy varies from state to state, most states mandate a discrepancy in the range of 15-20 standard score points.
Although estimates vary, students with LD comprise about 5% of the student population, or about 1-2 students in every "regular" classroom. Most students with LD are boys.
This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government. This site was last updated in September 1998.
//©Education Development Center, Inc.//
This article did not include a single special population, but a list of them. I find that it is extremely helpful to have references to as many places as possible. I know very little about special needs populations and articles such as the one posted are a wealth of information to me. Going over this article and referencing it will give me signs to look for and ideas on how to work with students who may fit the criteria and characteristics of such a population.
Describe what you learned about diagnostic and assessment strategies that fit your target population.
The article I read has many subgroups and the one I took the most interest in was the one about students with Emotional Disturbance characteristics. They exhibit acting out and often times are aggressive towards peers. With such behavior these students often show little or no remorse for their actions. ED students exhibit difficulty interacting appropriately with teachers and students, and often avoid eye contact or any social initiation. Fear can lead to fear of failure or even fear of adults. Depression can be an indicator and may affect motivation or desire to succeed. These students need to be dealt with carefully and intentionally. It is best to encourage their positive behavior and utilize as much positive reinforcement as possible. Too much attention can have a negative effect so a teacher needs to be flexible in addressing and coaching these students. In assessing these students I believe that retakes would be a good method of allowing them to succeed in an environment more free from the stresses of failure of time constraints. This can help to combat fears they may have developed over time in test taking. These students should be placed with other students in group settings that are mellow and non-controversial to help avoid confrontations.
Describe in what way/s assessment data would determine how you planned your curriculum and lessons for the specific special needs population?
Assessment data will help me to determine how I can reach these students in future lesson planning. An open note quiz will allow the student to use all the data they have collected in classwork and help reduce anxiety or fear of failure in the quiz. If the student does poorly even on the open note quiz, then something else needs to be done to assist the student in their learning. Additionally, during lab work where the student works in a group with other students, if it is seen that he/she still has issue, even with students who are non-combative and mellow in demeanor, then group work just may not work for this student and other mean of learning needs to be found. Overall I wouldn't change my entire curriculum or lessons for this one student, but I can add supplements or other strategies to help reach this student even with their condition.